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The primary purpose of this study was to determine if relationships exist among the constructs of field dependence, simultaneous processing and sequential processing. The interrelationships among these constructs and ability and achievement were also explored. Regression and discriminant analyses, as well as t-tests were used in the statistical treatment of the data.The 56 student subjects, equally divided by sex, were randomly selected from sixth-grade classrooms in a suburban school corporation in central Indiana. The GEFT and the Kaufman Assessment Battery for Children (K-ABC) were administered. Results from the Comprehensive Test of Basic Skills (CTBS) and the Test of Cognitive Skills (TCS) were obtained from schoolpersonnel. Overall, there were higher correlations among individual and among group tests than were foundbetween the two types of tests. The GEFT, whether treated as a continuous or categorical variable, was found to correlate significantly with group-administered tests of ability and achievement. The TCS and the CTBS were also found to be significantly related. Intercorrelations among selected Global Scales of the K-ABC were significant. There were no significant zero-order correlations between the K-ABC processing scales and the TCS. There were significant correlations between the K-ABC Achievement measure and group-administered tests of both ability and achievement. While the Achievement Scale of the K-ABC had a significant positive relationship with the GEFT, results of a t-test revealed no significant difference between the performance of field dependent and field independent subjects on the Achievement Scale. A significant positive relationship was found between the GEFT and the Simultaneous Processing Scale as well as the Mental Processing Composite. However, in a regression analysis the principal component of the linear composite was the Simultaneous Scale.

The activation of a predictive inference relies largely on the amount of contextual support for the inference in the text (Cook, Limber, & O’Brien, 2001). However, few sources of individual differences in predictive inference activation have been isolated. An experiment designed to identify possible sources of individual differences was conducted. One hundred and one participants completed an inference task using a long-passage correct rejection paradigm that included passages with varying levels of contextual support occurring mid-passage. Participants also completed a reading span measure (Daneman & Carpenter, 1980) and a knowledge access measure (Potts & Peterson, 1985). Results from ANOVA and regression analyses suggest that readers with better knowledge access abilities are better able to correctly reject inference concepts and are less affected by a change in inference-facilitating contextual support. It is suggested that higher knowledge access readers are able to construct and maintain a more specific representation of the text.

Includes author's previously published articles. / Bibliography: leaves 215-229. / xvii, 229 leaves : ill. ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Thesis (Ph.D.)--University of Adelaide, Dept. of Psychology, 1998?

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1990. / Vita. Abstract. Includes bibliographical references (leaves 181-196). Also available via the Internet.

Thesis (Ph.D.)--University of Adelaide, Dept. of Psychology, 2003. / Bibliography: leaves 263-278.

Thesis (Psy.D.)--University of Hong Kong, 2008. / Includes bibliographical references (p. 119-133).

Thesis (Ph. D.)--Florida State University, 2004. / Advisor: Dr. Alan R. Lang, Florida State University, College of Arts and Sciences, Dept. of Psychology. Title and description from dissertation home page (viewed Sept. 22, 2004). Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1974. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliography.

Thesis (Ph.D.)--York University, 2008. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 210-240). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:NR38994